Investigating students’ mental models and knowledge construction of microscopic friction. II. Implications for curriculum design and development
Our previous research showed that students’ mental models of friction at the atomic level are significantly influenced by their macroscopic ideas. For most students, friction is due to the meshing of bumps and valleys and rubbing of atoms. The aforementioned results motivated us to further investiga...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
American Physical Society
2011-07-01
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| Series: | Physical Review Special Topics. Physics Education Research |
| Online Access: | http://link.aps.org/doi/10.1103/PhysRevSTPER.7.020103 |
| _version_ | 1818431654728826880 |
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| author | Edgar D. Corpuz N. Sanjay Rebello |
| author_facet | Edgar D. Corpuz N. Sanjay Rebello |
| author_sort | Edgar D. Corpuz |
| collection | DOAJ |
| description | Our previous research showed that students’ mental models of friction at the atomic level are significantly influenced by their macroscopic ideas. For most students, friction is due to the meshing of bumps and valleys and rubbing of atoms. The aforementioned results motivated us to further investigate how students can be helped to improve their present models of microscopic friction. Teaching interviews were conducted to study the dynamics of their model construction as they interacted with the interviewer, the scaffolding activities, and/or with each other. In this paper, we present the different scaffolding activities and the variation in the ideas that students generated as they did the hands-on and minds-on scaffolding activities. Results imply that through a series of carefully designed scaffolding activities, it is possible to facilitate the refinement of students’ ideas of microscopic friction. |
| first_indexed | 2024-12-14T15:52:45Z |
| format | Article |
| id | doaj.art-30f1c3290a2946b484ee110c185cf1f3 |
| institution | Directory Open Access Journal |
| issn | 1554-9178 |
| language | English |
| last_indexed | 2024-12-14T15:52:45Z |
| publishDate | 2011-07-01 |
| publisher | American Physical Society |
| record_format | Article |
| series | Physical Review Special Topics. Physics Education Research |
| spelling | doaj.art-30f1c3290a2946b484ee110c185cf1f32022-12-21T22:55:19ZengAmerican Physical SocietyPhysical Review Special Topics. Physics Education Research1554-91782011-07-0172Investigating students’ mental models and knowledge construction of microscopic friction. II. Implications for curriculum design and developmentEdgar D. CorpuzN. Sanjay RebelloOur previous research showed that students’ mental models of friction at the atomic level are significantly influenced by their macroscopic ideas. For most students, friction is due to the meshing of bumps and valleys and rubbing of atoms. The aforementioned results motivated us to further investigate how students can be helped to improve their present models of microscopic friction. Teaching interviews were conducted to study the dynamics of their model construction as they interacted with the interviewer, the scaffolding activities, and/or with each other. In this paper, we present the different scaffolding activities and the variation in the ideas that students generated as they did the hands-on and minds-on scaffolding activities. Results imply that through a series of carefully designed scaffolding activities, it is possible to facilitate the refinement of students’ ideas of microscopic friction.http://link.aps.org/doi/10.1103/PhysRevSTPER.7.020103 |
| spellingShingle | Edgar D. Corpuz N. Sanjay Rebello Investigating students’ mental models and knowledge construction of microscopic friction. II. Implications for curriculum design and development Physical Review Special Topics. Physics Education Research |
| title | Investigating students’ mental models and knowledge construction of microscopic friction. II. Implications for curriculum design and development |
| title_full | Investigating students’ mental models and knowledge construction of microscopic friction. II. Implications for curriculum design and development |
| title_fullStr | Investigating students’ mental models and knowledge construction of microscopic friction. II. Implications for curriculum design and development |
| title_full_unstemmed | Investigating students’ mental models and knowledge construction of microscopic friction. II. Implications for curriculum design and development |
| title_short | Investigating students’ mental models and knowledge construction of microscopic friction. II. Implications for curriculum design and development |
| title_sort | investigating students mental models and knowledge construction of microscopic friction ii implications for curriculum design and development |
| url | http://link.aps.org/doi/10.1103/PhysRevSTPER.7.020103 |
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